module specification

Web-based Learning & Teaching focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE). It is intended for education professionals who wish to investigate and critically examine the professional context for implementing and applying learning technologies for 21st Century learners. The module focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE).

At the end of the module, successful participants will have:

• Participated in an online event as an e-learner
• Designed, developed and implemented an online teaching module
• Managed and administered learners online
• Designed, delivered and evaluated online assessment
• Integrated open educational resources within a formal learning management system
• Interacted with other online practitioners in a community of practice

Staff participants who successfully complete WBLT will also qualify as Associate Fellow of the Higher Education Academy (HEA), the professional body for practitioners involved in the teaching and support of learning in higher education (more details in the module handbook).

None

The module will contain sessions that address the following:

1. Participating in online events as a learner. LO 3

2. Designing, delivering and evaluating quality assured learning designs for a learning management system. LO 1

3. Online assessment, feedback and evaluation within a virtual learning environment. LO1, 2, 3

4.   Creating cognitive, social and teaching presence in online learning environments. LO1, 2, 3

5. Integrating open educational resources with the learning activities in a learning management system. LO 1

6.   Conducting project-based research in the evaluation of e-learning designs. LO 2, 3

7.  Interacting within and contributing to a community of practice and enquiry as an e-learning advocate and mentor. LO4

Taught sessions will be a combination of workshop-style and webinar sessions, containing a mix of tutor exposition and participant activity with both face-to-face and electronically mediated discussion. The application of concepts to participants’ professional settings and relevant theoretical implications will be emphasised and used as illustration.

Tutorial support for practical work and assessment preparation will be available in person and online.

There is an expectation that participants spend a significant amount of time undertaking scaffolded independent study and practical work. The module delivery is blended throughout. Participants will be encouraged to document a reflection after each synchronous session. Participants are required to reflect on their own development in relation to the key areas, knowledge and professional values associated with the UKPSF in their final report.

By the end of the module the participant will be able to:

1. Plan, design and deliver virtual teaching, learning and assessment, taking into account the influences of the broader educational environment
2. Demonstrate the ability to critically evaluate learning design within a virtual learning environment (VLE), showing consideration of the relationship between face-to-face and online activities in blended synchronous and asynchronous learning.
3. Articulate their own experiences and insights into e-learning in a critically reflective manner, applying e-learning frameworks and theoretical models appropriately and effectively in their own context and practice
4. Administer and benefit from self-evaluation, peer-evaluation, and student evaluation

Participants submit a synthesising and critical meta-reflective report which provides evidence of planning, design and implementation of virtual teaching, learning and assessment and a scholarly, critical evaluation and reflection on this experience and the implications in their own context. Additionally, participants should document how they have considered and acted upon self-, peer-, student and tutor feedback (or intend to do so).

Participants receive ongoing individual formative feedback via a private reflective online journal. More generalised formative feedback is given in class, via module announcements and a whole class online discussion space.

• Beetham, H. & Sharpe, R. (Eds.) (2013) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning. 2nd Ed.
• Garrison, DR (2017) E-learning in the 21st Century, 3rd edition. Routledge-Falmer
• JISC (2018) Designing Learning and assessment in a digital age
• Jochems, W., Van Merrienboer, J. & Koper, R. (2003). Integrated E-Learning: Implications for Pedagogy, Technology and Organization (Open & Flexible Learning Series. Routledge)
• Littlejohn, A. & Pegler, C. (2007). Preparing for blended e-learning: Understanding Blended and Online Learning (Connecting with E-learning). Routledge
• Simpson, O. (2012) Supporting Students for Success in Online and Distance Education. 3rd Edition. Routledge
• Vai, M & Sosulski, K. (2015) Essentials of Online Course Design: A Standards-Based Guide, 2nd edition. Routledge
• Van Merriënboer, J.J.G. & Kirschner , P.A. (2012) Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design, 2nd Edition. Routledge
• Vaughan, ND, Garrison, DR, Cleveland-Innes, M (2013) Teaching in Blended Learning Environments